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The Physics Teacher -- December 2011 -- Volume 49, Issue 9, pp. 564

Leadership in Freshman Physics

Carina M. Rebello, Deborah Hanuscin, and Somnath Sinha

University of Missouri, Columbia, MO

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Physics First—a movement to invert the traditional science course sequence to teach physics at the ninth-grade level—is gaining interest. However, there is limited literature exploring how to support teachers in successfully implementing Physics First. To address this, a professional development (PD) program supporting a cadre of teacher-leaders was developed. Its impetus is to facilitate teacher-leaders in becoming advocates for excellence through developing their physics content knowledge and use of research-based pedagogy. The primary aim of this paper is to illustrate how Leadership in Freshman Physics, an NSF Math and Science Partnership (MSP), designed a leadership component to support high school physics teacher-leaders in a district-wide implementation of the Physics First curriculum. We describe lessons learned from our implementation and provide suggestions for future PD programs emphasizing teacher-leadership.

© 2011 American Association of Physics Teachers

Article Outline

  1. Previous Physics First studies
  2. What is teacher-leadership?
  3. Design of teacher leadership program for freshman physics
    1. Face-to-face activities:
    2. Online activities:
  4. Effectiveness of our design and implications

KEYWORDS and PACS

Keywords

physics education, teacher training, teaching

PACS

PUBLICATION DATA

ISSN

0031-921X (print)  

Publisher

$abstract.society.value is a Member of CrossRef American Association of Physics Teachers

ARTICLE DATA

Digital Object Identifier
http://dx.doi.org/10.1119/1.3661103

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